Economic inequality in Bangladesh presents a profound challenge to achieving equitable educational opportunities for all its citizens. We continue to grapple with disparities that disproportionately affect access to education. This not only impacts individual livelihoods but also hinders broader national development goals.
The landscape of economic inequality
Bangladesh has made notable progress in economic growth and poverty reduction over the past few decades. However, this progress has been uneven, with rural areas and marginalized communities often left behind. According to World Bank data a significant portion of the population still lives on less than $1.90 a day, struggling to meet basic needs. This economic disparity translates directly into disparities in access to education.
Access to education
Urban-rural divide: One of the most visible manifestations of economic inequality in education is the urban-rural divide. Schools in rural Bangladesh often lack basic facilities such as electricity, clean water, and adequate classrooms. This disparity not only affects enrollment rates but also impacts the quality of education received by rural students.
Affordability and opportunity costs: For many families in Bangladesh, particularly those living in poverty, sending children to school involves significant economic sacrifices. Direct costs such as school fees, uniforms, and textbooks can be prohibitive for low-income households. Additionally, the indirect costs associated with sending children to school -- such as lost potential income from child labour or household chores -- further exacerbate the economic burden on families. As a result, children from poorer households are often compelled to prioritize economic activities over education, perpetuating intergenerational cycles of poverty.
Children from poorer households are often compelled to prioritize economic activities over education, perpetuating intergenerational cycles of poverty
Quality of education
Educational infrastructure: Beyond access, the quality of education in Bangladesh also varies widely across socio-economic lines. Urban schools generally benefit from better-trained teachers, updated curriculums, and access to technology, while rural schools struggle with overcrowded classrooms and a lack of educational materials. This disparity in educational infrastructure translates into differences in learning outcomes, limiting the opportunities for students from disadvantaged backgrounds to compete on an equal footing with their more affluent peers.
Skill development and employment opportunities: Education is not merely about acquiring knowledge; it is also crucial for developing skills that allow for meaningful participation in the economy. However, the disparity in educational opportunities reinforces existing socio-economic divides in access to employment opportunities. Students from disadvantaged backgrounds often lack the skills and qualifications necessary to secure higher-paying jobs, further entrenching economic inequality.
Policy responses and challenges
Government initiatives: The government has implemented various initiatives to promote education accessibility and quality, such as stipends for female students and programs to reduce dropout rates. However, the effectiveness of these initiatives is often limited by challenges such as inadequate funding, bureaucratic inefficiencies, and a lack of coordination between different levels of government.
Non-governmental efforts: Non-governmental organizations (NGOs) play a crucial role in supplementing government efforts by providing scholarships, establishing community schools, and offering vocational training programs. These initiatives help mitigate some of the barriers to education faced by disadvantaged groups, but their impact remains limited in scale compared to the magnitude of the challenge.
Economic inequality in Bangladesh continues to pose a formidable obstacle to achieving inclusive and sustainable development through education. Addressing this issue requires a multi-faceted approach that addresses both access to education and the quality of educational outcomes. Efforts should focus on targeted interventions that prioritize investment in rural education infrastructure, support for economically disadvantaged families, and initiatives to enhance skills development and employment prospects. By addressing these challenges, Bangladesh can foster a more equitable society where every individual has the opportunity to realize their full potential through education.
Afrin Jannat is a lecturer of economics, ZNRF University of Management Sciences.
